Re-Claiming What We Know: Pedagogy and the F-Word

Abstract

As feminist scholars, we are called upon to dynamically challenge the barriers of social construction by our foremothers, hooks, Rich, Butler, Flynn, and others. An active feminist pedagogy requires critical consciousness and reflective practice for ourselves and our students. Yet, at today's university, where teaching is often devalued in favor of the research and publishing required for advancement, it is far too easy for theory to disconnect from practice. This response essay observes that such a disconnect may be at the root of a distancing from the F-word by the young women and girls we teach.